Appendix D

Towson University
Classroom Observation
Intern: Katelyn Mitchell
School: Prospect Mill Elementary School
Mentor:

Date: 4-8-16
Time: 9:00-10:00
Class
Grade: K
Size: 25
Subject: Word Work/Phonics

Breeana Merryman

Planning

Observed

Lesson is aligned with appropriate content standard and indicator.

X
X
X
X
X
X

Lesson is aligned with appropriate InTASC principle.

Lesson objective identifies intended learning.
Lesson objective is worded in student terms.
Formative assessment is directly aligned with the objective.
Instructional materials are attractive and readily available.

In
Progres
s

Not
Observe
d

N
A

Comments:

This lesson appeared well planned. This was evidence through the review of the previous day
lesson, she had multiple hands on activities organized and prepared for students to work through
as they practiced reading and writing words that included an s blend. There was also options for
students to complete if they finished early.
Context for Learning
Students demonstrate adequate prior knowledge to be successful learners.
Grouping techniques are appropriate for intended learning.

X
X

Comments:
The lesson began with reviewing the s blends they learned throughout the week. Throughout this lesson they had various tasks
that had them apply their understanding as they read and wrote words. Katelyn grouped students to complete an activity in
partners. She strategically grouped these students so that students could support each other. She had a stronger student partner
with a student who struggled more with this concept.

Motivation for Learning

Connections are made between students experiences and the new learning.
Strategies are used to promote excitement and stimulate thinking.

X
X

Positive reinforcement is used when appropriate.

Comments:

After a mini whole group review, students got to pick words out of a brown bag and work as a table
to decode them. They then got to make a poster with s blend words and were allowed to draw a
picture to correctly define each word. This was an engaging lesson that allowed for students to
demonstrate their understanding in multiple contexts and use their creativity to show their
learning.
Implementing the Lesson
An appropriate review/drill/warm-up/motivation is conducted.
Objective is posted, shared with students, discussed and clarified as needed.
Instructional activities are meaningful and relate to the objective.
Instructional activities are appropriately sequenced.
Instructional activities are varied to address different learning styles.
There is a balance between teacher-directed and student-centered learning
experiences.
Students are actively engaged during instruction.
Teacher/student modeling sequence is appropriate to intended learning.
Expectations/standards for student work are clearly communicated.
Class begins and ends on time.
Pacing is appropriate and adjusted based on student feedback.
Transitions between activities are efficient and effective.
Levels of questions are varied and support the objective.
Content is accurate.

X
X
X
X
X
X
X
X
X
X
X
X
X
X

Instruction makes cross-curricular connections (as appropriate)

Instruction integrates the use of technology (as appropriate).
Homework assignment is appropriate.

X
X
X

Comments:

This objective of this lesson was for students to identify, read and write words that included the s
blends. This was clearly explained to students. The lesson began by reviewing the s blends they
learned throughout the week. Then Katelyn explained that they were going to return to their table
and pull words out of a bag and work as a group to decode it.
The students were then partnered with a peer to glue the words onto a large piece of paper and
draw a picture to match it in order to create a poster. This allowed for mixed ability students to
work together and demonstrate their understanding through words and visuals. It also allowed for
them to be creative and take ownership for their learnning.
Katelyn was prepared for students who finished early and allowed them to return to their table and
write sentences on that back that included these s blend words. This showed the student's
understanding of the word as well as allowed for more writing opportunities. It also allowed for
students to write sentences that were meaningful to them.

Last, the class was given sentences that included a word that had the s blend. Students
independently read the sentences and highlighted the s blend word. This was then reviewed
together.

Assessing Student Learning/Differentiation

Student data (as available) is used to inform instructional decisions.
Informal assessment strategies are utilized throughout the lesson.
Instruction is adjusted based on informal assessments of student understanding.
Instructional modifications (interventions/enrichment) are provided and based on
needs of students.
Students practice new learning independently.
Formative assessment is completed during the class period.
Future instructional planning is based on formative data (Post observation
discussion).
Comments:

Observed

In
Progress

Not
Observed

NA

X
X
X
X
X
X
X

Informal assessment strategies were implemented throughout this lesson. This includes
questioning, observing and assessing independent work. Katelyn circulated around the classroom
during independent practice and assessed student learning.
Summarizing the Lesson
Summary provides connections to past and/or future lessons.
Students demonstrate, reflect and evaluate attainment of the objective.

X
X

Comments:

The lesson began by reviewing the s blends they learned throughout the week. This lesson allowed
for the students to apply their understanding through various application activities.
Classroom Management
Student behavior is managed effectively.

A positive and supportive atmosphere is maintained.

Classroom routines and procedures are evident.
Appropriate feedback and reinforcement are used consistently.
Instructional space, equipment, and materials are organized.

X
X
X
X

Comments:

Katelyn displayed a strong sense of classroom management. She had many routines in place that
the students followed. She also met individual needs by allowing a child to take a break during
transitions and provided the class with a brain break in the middle of the lesson during a
transition between activities.
Katelyn reinforced positive behaviors praise and tickets (school wide behavior plan).
Professionalism
The intern uses correct English.
The intern demonstrates knowledge of instructional strategies.
The intern appears sensitive to individual needs and differences.
The intern uses AV materials and technology appropriately.
All written materials are clear and legible.
The intern uses a clear voice, which is appropriately adjusted in volume and
inflection.
The intern uses non-verbal communication effectively.
Comments:

X
X
X
X
X
X
X